Texas
Adult Education Standards and Benchmarks
for ABE ASE and ESL Learners
Implementation Guide
Version 1.1
June 2008
Examples of Proficient Performance
Standard: Listen Actively for ESL
- Attend to oral information.
- Clarify purpose for listening and use listening strategies appropriate
to that purpose.
- Monitor comprehension, adjusting listening strategies to overcome
barriers to comprehension.
- Integrate information from listening with
prior knowledge to address listening purpose.
NRS Educational Functioning Level - Speak So Others Can Understand
for ESL
|
Adults performing at
this level can accomplish a variety of goals, such as… |
Level 1
Beginning Literacy ESL |
- Understanding survival questions such as “what is your
name” and “where do you live?”
- Understanding very common verbs and commands (go, like, have).
- Understanding simple polite expressions, greetings, and farewells.
|
Level 2
Low Beginning ESL |
- Understanding simple one-step instructions (sit down, write
your name).
- Understanding and recognizing use of the present tense, negatives,
question forms, along with other high frequency grammar conventions
used in speech.
- Beginning to understand cultural conventions such as titles,
nicknames, first and last names.
|
Level 3
High Beginning ESL |
- Beginning to understand simple TV and radio advertising.
- Recognizing and understanding use of simple past tense and simple
future tense as well as common contractions.
- Beginning to distinguish between letters of similar pronunciation
(g/j, e/I, b/v, b/p, t/d).
|
Level 4
Low Intermediate ESL |
- Understanding brief instructions or comments from supervisors
and co-workers.
- Understanding and responding to modals, (should, would, can).
- Beginning to understand song lyrics.
|
Level 5
High Intermediate ESL |
- Understanding a recorded message left from a child’s
teacher.
- Beginning to understand and recognize use of common idioms.
- Understanding and recognizing distinctions found in formal and
informal speech.
|
Level 6
Advanced ESL |
- Understanding child’s doctor when presenting information
on health-related issues.
- Distinguishing between the uses of multiple tenses found in a
single conversation.
- Understanding English from non-native speakers.
|
